# Mystery spinner: challenge

TLF ID L2384

Look at results in a frequency graph compiled after testing an unseen spinner. Work out the likely proportions of colours in the mystery spinner. Use a tool to build a new spinner (a dial with a pointer). Choose up to five equal-sized sectors. Fill the sectors with up to five colours. For example, make a five-part spinner with two red sectors, two blue sectors and one yellow sector. Test the new spinner over a number of spins. Look at a graph of the test results. Compare it to the graph generated by the mystery spinner. Are the results similar?

#### Educational details

Key learning objectives
• Students explore the difference between the information provided by short-run, medium-run and long-run data.
• Students explore the relationship between sample space and likelihood of outcomes.
• Students analyse experimental data to identify mathematical equivalence in random generators.
• Students interpret data in tables and graphs.
Educational value
• Students use frequency graphs and data tables to compare theoretical outcomes and actual results.
• Includes a tool enabling students to construct area-based random generators in the form of spinners and to run trials to generate short-run, medium-run and long-run data.
• The spinner tool maximises student choice, control and creativity as they explore the results from making various spinners.
• Experimental results are dynamically displayed in a column graph and a table that shows both theoretical outcomes and actual results.
• Supports both visual and numerical strategies through use of random generators, graphs and tables.
Year level

6

Learning area
• mathematics
Strand
• Mathematics/Statistics and probability
Concept
• Mathematics/Probability
• Mathematics/Random events
• Mathematics/Sampling
• Mathematics/Statistics
• Mathematics/Guess-Check-Improve
• Mathematics/Experiments
Skill
• Analysis;
• Application;
• Comprehension;
• Knowledge
Student activity
• Interactives;
• Experiment;
• Analysis;
• Modelling;
• Data manipulation and interpretation;
• Estimation
Learning design
• Experiential learning;
• Independent learning;
• Problem solving;
• Visual learning

#### Other details

Contributors
• Technical implementer
• Script writer
• Name: Michael Wagner
• Organisation: Godwin + Wagner
• Address: Box Hill South VIC 3128 Australia
• Subject matter expert
• Name: Jenni Way
• Address: Springwood NSW 2777 Australia
• Educational validator
• Name: Graham Jones
• Publisher
• Date of contribution: 2016-10-10
• Name: Education Services Australia
• Organisation: Education Services Australia
• Address: Melbourne VIC 3000 AUSTRALIA
• URL: www.esa.edu.au
• Date of contribution: 2016-10-10
• Name: Education Services Australia
• Organisation: Education Services Australia
• URL: www.esa.edu.au
• Name: Education Services Australia
• Organisation: Education Services Australia
• URL: www.esa.edu.au
Access profile
• Device independence
• Hearing independence
Learning resource type
• Tablet friendly (Interactive resource)
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